Predictors of Adolescent Academic Achievement: The Role of Individual and Family Socioeconomic Factors

Academic achievement is affected by external and internal factors. This study generally aims to examine the influence of family characteristics (per capita income and parental education), individual characteristics (age and gender), cognitive intelligence, and self-regulated learning toward academic achievement in adolescents. A total of 91 samples (Mage=13.9 years) with the largest percentage of the respondents were women were selected from two different junior high schools in Bogor area. Cognitive intelligence, self-regulated learning, and academic achievement were measured using Riley Inventory Basic of Learning Skills (RIBLS), Motivated Strategies for Learning Questionnaire (MSQL), and student academic record, respectively. The partial regression analysis showed there was a negative effect of mother’s education on self-regulated learning. Gender was found to positively predicted cognitive intelligence. The regression analysis also showed that parental education and cognitive intelligence positively predicted adolescent academic achievement. Per capita income, gender, and self-regulated learning showed no significant effects on academic achievement.

Effects of Family Violence Exposure on Adolescent Academic Achievement: A Systematic Review

Millions of children are exposed to family violence around the world; however, the effects on adolescent academic achievement are poorly understood. Using a systematic search and review methodology, we synthesized studies that quantitatively examined the effects of exposure to family violence on academic achievement among adolescents. We searched for peer-reviewed, English-language articles in nine online databases. Thirteen studies that examined adolescents were included, where family violence exposure was the independent variable and academic achievement was the dependent variable. Of those, nine studies identified significant, direct, and negative effects of family violence exposure on adolescent academic achievement, and a further two identified significant, indirect, and negative effects. We found reasonable evidence showing that adolescents’ academic achievement is negatively affected by exposure to family violence. Our review findings indicate the importance of implementing prevention strategies to reduce children’s exposure to family violence, and intervention for those who have been exposed to it. Future research should further examine the moderating and mediating mechanisms by which family violence exposure affects academic achievement.